presentation of the 2019-2020 annual performance report

Presentation of the 2019-2020 Annual Performance Report

08 December 2020 | 10h00 – 13h00

Presenter: ETDP SETA Chief Executive Officer

Mrs Nombulelo Sesi Nxesi

Annual Performance Report – 2019-20

Presentation Outline

1. Service Delivery Environment

2. Organisational Environment

3. Performance Information by programme

Programme 1- Administration

Programme 2- Research and Skills Planning

Programme 3 – Learning Programmes and Projects

Programme 4 – Quality Assurance

4. Highlights and Strategic Partnerships

Primary School Reading Improvement Programme (PSRIP)

Track and Trace Evaluation Study - Key Findings

1. Service Delivery Environment

The ETDP SETA’s performance for the year under review was based on its set goals as indicated in the organisational Strategic Plan(SP), Annual Performance Plan (APP), and Service Level Agreement (SLA) with the Department of Higher Education and Training (DHET).

As per the APP, four programmes were delivered, within which 43 performance indicators were set to be achieved. Overall, 37 were achieved and six were not achieved. This translated to an overall achievement of 86%.

Service Delivery Environment (Cont)

The ETDP SETA has overachieved in some areas due to the level of interest beneficiaries had in those programmes, and the overachievement was within the allocated budget.

There are areas where the ETDP SETA underachieved due to external factors beyond the ETDP SETA’s control, ranging from the signing of the memorandum of understanding (MOUs) by Higher Education Institutions (HEIs) and the delay in the release of results by external moderators.

Service Delivery Environment (Cont)

The skills development interventions were delivered directly to the public, with the main beneficiaries being various Education, Training and Development (ETD) sub-sectors, namely: Schooling, Technical Vocational Education and Training (TVET) colleges, Higher Education Institutions(HEIs), private education providers, trade unions, political parties and the unemployed.

The mismatch between the submitted WSPs/Annual Training Reports (ATRs) and the identified preferred training programmes by some employers rendered the endeavour to create a balance between skills demand/supply ineffective.

It is critical to note that skills of today may not necessarily be what the market would require in the future. The training programmes which were in demand in the past may not necessarily address the realities of today in terms of the New Growth Path (NGP) and the National Development Plan (NDP).

2. Organisational Environment (Cont)

The ETDP SETA operated with a full complement of Executive Management however, the Senior Management Team did not have a full complement.

Two Senior Management positions became vacant in the second quarter. One in IT and the other in Human Resource Units. These vacancies were eventually filled in the third and fourth quarters respectively, which strengthened the overall management of the ETDP SETA, leading to the increase in the achievement of targets in the year under review.

Organisational Environment (Cont)

The National lockdown announcement made by the President of the Republic of South Africa inthe latter part of the fourth quarter due to the outbreak of the Corona Virus (COVID 19),destabilised the finalisation and wrapping up of the year under review. As a result key activitiesof the organisation were either postponed or cancelled, resulting in the extended period forwrapping up the financial year and ushering in new ways of doing business.

The ETDP SETA acquired an unqualified audit outcome for the 2019/20 financial year from theAuditor-General South Africa (AGSA).

3. Performance Information by Programme

Programme 1: Administration

Programme 2: Research and Skills Planning

Programme 3: Learning programmes and projects

Programme 4: Quality Assurance

Programme 1: Administration – Actual Achievements

Strategic Objectives Performance Indicators Actual Achievement

2018/2019

Planned Target

2019/2020

Actual Achievement

2019/2020

Deviation from planned target 2019/2020

Comment on deviations

To improve the performance levels of the organisation

1.1 Percentage of bids completed

within 90 days after the closing date of advert

- 95% 100% +5% Achieved

All bids were completed on time.

1.2 Percentage level of audit findings resolved on time

88% 100% 76% -24% Under - achieved

There were repeat findings from the AGSA audit.

1.3 Percentage of vacant posts - 10% 9.23% 0.77% Achieved

1.4 Level of awareness of ETDP SETA’s products and services

86% 80% 81% +1% Achieved

There were more positive responses from the stakeholders.

Programme 2: Research and Skills Planning - Actual Achievements

Strategic Objectives Performance Indicators Actual Achievement

2018/2019

Planned Target

2019/2020

Actual Achievement

2019/2020

Deviation from planned target 2019/2020

Comment on deviations

To improve alignment of ETD sector skills supply with the demand.

2.1 An updated approved annual Sector Skills Plan by DHET

SSP Annual Update submitted to DHET 1st August 2018 as prescribed.

1 1 0

-

2.2 Number of research reports produced

6 6 6 0 -

2.3 Percentage of WSPs and ATRs assessed and feedback provided within 3 months after the closing date

1 017 100% 100% 0 -

Programme 3: Learning Programmes and Projects – Actual Achievements Strategic Objective Performance Indicators Actual Achievement

2018/19Planned Target

2019/20

Actual Achievement

Achievement

2019/20

Deviation/Variance from planned target to actual achievement for 2019/20

Comments on deviation

To improve ETDP sector workers’ skills and competencies

3.1.1 Number of government officials enrolled in skills development

1 002 1 630 1 830 +200 Over-achieved

(The overachievement is attributed to partnerships with PDoEs, teacher trade unions and the National Education Collaboration Trust (NECT) who trained officials in a variety of identified programmes)

3.1.2 Number of teachers enrolled in teacher development programmes

14 700 11 500 11 941 +441 Over-achieved

(The over-achievement is attributed to the Primary School Reading Improvement Project in which more teachers participated)

3.1.3 Number of TVET Colleges funded for skills development

50 50 38 -12 Under-achieved

(A process is in place to ensure that there is synergy in terms of procurement between TVET Colleges and ETDPSETA with the view to harmonise SCM processes.)

3.1.4 Number of community college practitioners enrolled in skills development

- 200 240 +40 Over-achieved

(More community colleges participated within the allocated budget)



2019/20

Actual Achievement

Achievement

2019/20




3.1.5 Number of Public HEIs funded through skills development

26 26 19 -7 Under-achieved (Individual HEIs were consulted and areas of misunderstanding in terms of the requisite documents to be uploaded on ETDPSETA system was ironed out).

3.1.6 Number of private HEIs and FET Colleges funded for skills development

23 20 24 +4 Over-achieved

(There was an increase in demand within the allocated budget)

3.1.7 Number of NGOs/CBOs/NPOs funded for skills development


(There was an increase in demand within the allocated budget)

3.1.8 Number of trade unions funded for skills development


3.1.9 Number of political parties funded for skills development




2019/20

Actual Achievement

Achievement

2019/20




3.1.10 Number of SETAs, associations and statutory bodies funded for skills development


(More organisations were funded within the allocated budget)

3.1.11 Number of workers completed full qualifications

341 1 500 326 -1 174 Under-Achieved

(High drop-out rate)

3.1.12 Number of workers funded through ETDP SETA bursaries completed full qualifications


(More students than the projected number completed their studies)

3.1.13 Number of workers completed skills programmes

3 691 4 000 11 288 +7 288 Over-achieved

(More learners than the projected number completed their programmes)



2019/20

Actual Achievement

Achievement

2019/20



To increase access to post-schooling education and training for the unemployed

3.1.14 Number of Unemployed enrolled in occupational programmes including learnerships mainly through TVET Colleges

2 232 1 650 2 045 +395 Over-achieved

(More learners were enrolled within the allocated budget due to high demand)

3.1.15 Number of Unemployed enrolled in skills programmes

2 046 1 800 1 881 +81 Over-achieved

(More learner intake was accommodated within the budget).

3.1.16 Number of Unemployed awarded bursaries (New Intake)

1 193 1 366 9 465 +8 099 Over-achieved

(More students, including Universities South Africa (USAf) students, were funded within the allocated budget due to high demand)

3.1.17 Number of students placed for the work experience (TVET College Students)

1 630 1 550 1 563 +13 Over-achieved

(More students were placed within the allocated budget due to high demand)



2019/20

Actual Achievement

Achievement

2019/20




3.1.18 Number of students placed for the work experience (University Students)

762 600 1 337 +737 Over-achieved

(More students were placed within the allocated budget due to high demand)

3.1.19 Number of interns placed for workplace experience (WPE)

3 046 603 2 018 +1 415 Over-achieved

(More interns were hosted by the PDoEs from their allocated 2/3 contributions)

3.1.20 Number of Unemployed completed learnerships

864 1 160 953 -207 Under-achieved

(A lag between completion of programme and final release of results after external moderation as the release is dependent on external moderators completing the task).

3.1.21 Number of Unemployed completed skills programmes

1 478 1 350 3 551 +2 201 Over-achieved

(More learners than the projected number completed their programmes)



2019/20

Actual Achievement

Achievement

2019/20




3.1.22 Number of Unemployed completed full qualifications through bursaries


(More students than the projected number completed their studies

3.1.23 Number of students completed workplace experience

1 221 1 516 2 456 +940 Over-achieved

More intake due to available budget)

3.1.24 Number of Unemployed completed internships

505 900 2 610 +1 710 Over-achieved

(Interns who were hosted by the PDoEs also completed their internships)

3.1.25 Number of Candidates enrolled in Recognition of Prior Learning programmes




2019/20

Actual Achievement

Achievement

2019/20




To facilitate skills development programmes to build human and institutional capacity within the ETDP SETA constituencies

3.1.26 Number of Candidates complete qualifications through Recognition of Prior Learning programmes


(Target was achieved in the previous quarters)

3.1.27 Number of people with disabilities enrolled in skills programmes

300 300 - -

3.1.28 Number of cooperatives funded


(More cooperatives benefited due to an increase in demand within the allocated budget)



2019/20

Actual Achievement

Achievement

2019/20



To strengthen structured collaboration with government departments in skills development

3.2.1 Number of government partnerships established with the Department of Basic Education

5 1 1 - -

3.2.2 Number of government partnerships established with the Department of Higher Education and Training

1 1 1 - -

To institutionalise monitoring and evaluation in order to comply with relevant regulatory framework

3.3.1 Number of tracer studies conducted to assess the impact of projects implemented

1 1 1 - -

3.3.2 Percentage of projects monitored for implementation within set time frames

- 80% 87% +7% Over-achieved

(More projects were monitored than initially planned)

To increase learners’ level of awareness of career choices

3.4.1 Number of career guidance awareness events implemented


(More career guidance events were organised due to the high demand)

Programme 4 – Quality Assurance

Strategic Objective Key Performance Indicators Actual Achievement

2018/19

Planned Target

2019/20

Actual Achievement

2019/20

Deviation from the planned target

2019/20


To improve the quality of graduates through enhancement of quality assurance services.

4.1. Percent of learning programmes received for quality assurance evaluation are evaluated, and feedback is provided within 120 days

406 100% 100% - -

4.2. The number of certificates printed and issued.

15 822 2 000 8 758 +6 758 Over-achieved

(Improvements on quality assurance processes for the endorsement of assessment results resulted in the printing and issuing of more learner certificates)

4.3. The number of occupational qualifications developed.

- 3 0 -3 Under-achieved

(Approval for the development of occupational qualifications was not granted).

Highlights and Strategic Partnerships

Primary School Reading Improvement Programme

The Primary School Reading Improvement Programme (PSRIP) was a partnership between theETDP SETA, the Department of Basic Education (DBE) and the National Education CollaborationTrust (NECT).

The programme provided Subject Advisors, teachers, and school management teams (SMTs)with focused training in English First Additional Language (EFAL) from Grades 1 – 6, focussingon Curriculum Assessment Policy Statements (CAPS), reading, teaching methodology andteaching routines.

Participants were provided with resources to assist them with planning, implementing, andreflecting on their role in improving the quality of teaching and learning in relation to theacquisition of reading in EFAL classrooms.

Primary School Reading Improvement Programme (Cont)

During 2019, 280 Subject Advisors, 9 121 teachers and 2 676 SMTs from 2 676 schools were supported.

The table below details the reach of the project by province and beneficiary group.

PROVINCES FOUNDATION PHASE INTERMEDIATE PHASE SMTs

Trained*

*(One SMT per school)Officials Trained Schools Officials Trained Schools

SA Teachers SA Teachers

EC 16 519 151 21 786 299 450

WC 22 400 88 17 566 173 261

NC 16 220 81 11 364 135 216

GP 15 532 85 17 445 172 257

MP 12 386 123 7 280 104 227

NW 14 643 111 14 496 215 326

LP 12 572 72 23 778 260 332

KZN 16 606 119 21 731 271 390

FS 14 438 74 12 359 143 217

TOTAL 137 4316 904 143 4805 1772 2676


Pre- and post-testing of subject advisors and teachers showed significant gains in theunderstanding of policy, the implementation of routines and methodologies, and in the generalsupport to the acquisition of reading.

Foundation Phase Subject Advisors demonstrated a shift from 38,7% in the baseline to 49% inthe end line. This represents a gain of 11,3%.

Intermediate Phase Subject Advisors demonstrated a shift from 39,2% in the baseline to 54,1% inthe end line. This represents a gain of 14,9%.

Foundation Phase teachers demonstrated a shift from 32,2% in the baseline to 46,1% in the endline. This represents a gain of 13,9%.

Intermediate Phase teachers demonstrated a shift from 44,7% in the baseline to 53,6% in theend line. This represents a gain of 8,9%.


An external evaluation for the programme observed the following in relation to learner gains:

• Learners in schools where teachers benefitted from PSRIP training and support performedbetter than others in all grades (Grade 2, Grade 3, and Grade 4) and for all sub-tasks of readingskills

• In all three grades, the gap in performances is widest for the reading comprehension sub-taskin favour of PSRIP learners

• The first cohort of PSRIP learners (whose teachers were exposed to PSRIP for three years)performed better in Grade 4 than learners whose teachers were exposed to the interventionfor just a year; together though, both groups of learners performed significantly better thanlearners in schools with no teachers trained in PSRIP.

Track and Trace Evaluation Study - Key Findings

The ETDP SETA commissioned the Human Sciences Research Council (HSRC) to undertake a trackand trace evaluation of 5 learning interventions which it had implemented between 2015/16 and2018/19.

The interventions were Bursaries, Learnerships, Internships and Work Integrated LearningProgrammes for TVET’s and Universities of Technology

The following were the key findings of the study:

Track and Trace Evaluation Study Key Findings (Cont)

Equity Objectives: The study results show that the ETDP SETA exceeded inachieving its equity objectives with respect to targeting Black, women and youthbeneficiaries for its support. However it failed to achieve the disability target.

Importantly it has enabled socio-economically disadvantaged learners to accesseducation and training opportunities which may otherwise have not been availableto them. More specifically beneficiaries come from households with high povertyprevalence (65%). However youth between the ages of 20 and 35 face significantlyhigher levels of deprivation with 71% living under the poverty line.


Poverty prevalence: With respect to enabling previously disadvantaged learners, the povertyprevalence of all beneficiaries except bursary holders is high, with those between the ages of 25to those between the ages of 20 and 35 face higher levels of deprivation than other cohorts (71%living under the poverty line). The study found that half of all beneficiaries were unemployed atthe time they commenced with the learning intervention.

Destination of learners: In terms of the destinations of learners, 48% were in some form ofemployment, 47% were unemployed, 4 % were pursuing further studies and only 1% wereengaged in self-employment.

Track and Trace Evaluation Study Key Findings

Employment Rate: An important question that the study sought to respond was to determinethe employment rate of ETDP SETA beneficiaries over the reference period from 2015 to 2019across all the learning interventions. The study found that of the 48% of beneficiaries who werein some form of employment, 39% were in full time and 9% in part time employment.


Employer sector and type: In terms of employer sector and type, the study found that more thantwo thirds of beneficiaries were working in government institutions (58%), slightly over one fifthwere employed in the private sector (22%) and 9% employed in the non-profit sector. 53% of thebeneficiaries were continuing to be employed in the same industry in which their interventiontook place, we gather from this information that the skills obtained were matched to theparticipants’ work.

Out of 1,796 employed participants, 47% are not working in the same industry in which theirlearning intervention took place. This might indicate the value in the skills and competenciesdeveloped during the learning intervention in facilitating mobility within and across sectors, butit may also indicate lack of employment opportunities within the sector. It does demonstrate thatthe skills developed are portable and adaptable enough to be utilised in other sectors.


The quality of employment: The results are favourable with 80% of those employed in full timeemployment. In addition (79%) of beneficiaries are registered with the Unemployment InsuranceFund (UIF), 61% contribute to a pension fund and half (50%) have access to medical aid. Thesefinding indicate that these jobs can be classified as “decent work”.

The average salary across all five learning interventions is slightly under R13 000, with the lowestsalary being R6700 for WiL TVET beneficiaries which is almost double the minimum wage rate inSouth Africa.

Importantly 91% of those employed were in the formal sector. The remaining 9% were ininformal work in casual work, employment with a verbal contract or no contract at all, howeverdisaggregated, we find higher levels of informality for WiL TVET (14%) and Learnership (15%)beneficiaries.


• Career progression: The study explored the question of career progression and found that aminority of learners received a promotion (5%) and 13% received a pay raise. More than twothirds of beneficiaries (68%) experienced no change in their careers. The study providesevidence that beneficiaries have gained a range of skills with more than half (54%) indicatingthat the training received was highly relevant to the work they were doing.


Self-employment: Self employment is a pathway that is being actively promoted in South Africa.Only 1% of beneficiaries have embarked on entrepreneurial activities. The results illustrate nosignificant difference between those who started a business after completion of the trainingprogramme and those that did not start a business.

Interestingly among the few beneficiaries that have started a business, youth between the agesof 20-35 predominate in starting their own business ventures. However fewer of these youthowned businesses (20%) were VAT registered. The informality of the business is not surprisinggiven that many of these companies may have been initiated with limited resources.

In assessing the economic viability of these business the income levels were probed and a thirdof these self-employed beneficiaries were earning less than R 1,000 and just over a tenth earningbetween R2, 001 and R4, 500.


Unemployment: In unemployment studies it is important to distinguish between unemployedrelative to discouraged. The results show that almost half (47%) of beneficiaries wereunemployed. Over half of the unemployed (57%) had been without work for a year or more.Encouragingly the study found that 95% of the unemployed were actively looking for work.

The main reason given by 44% of the unemployed in respect of their unemployed status was thelack of available jobs in the labour market. In order for us to establish the presence of reservationwage dynamics in this population we explored potential attitudes of beneficiaries towards workand noted that only 3% had ever declined a job offer.


Continuing to study: This was another pathway that the study explored and the study foundthat 4% of beneficiaries were studying full time towards another qualification with the majorityregistered with universities (41%), universities of technology (26%) and TVET colleges (24%).Almost all of those who were studying were youth between 20-35 years. Two main reasons forfurther studies given by beneficiaries was to increase their knowledge and understanding in theindustry (50%) and to achieve a higher qualification (48%).

A challenge that more than a third of learners (36%) reported was not receiving their certificatesafter completion. The importance of the certificate as indicated by a learner was “to show proofof my abilities to better, to better my chances of work”.


Employer perspectives: Encouragingly 60% of the employers were to a 'great extent' inagreement that the interventions served to bridge the gap between theoretical learning andpractical workplace needs.

Six in every ten (63%) employers were greatly in agreement that the learning intervention hadcontributed to the development of multi-skilled workers. There was overwhelming agreement byemployers with 57% noting to a great extent that ‘employees who have gone through thelearning interventions were more efficient at doing their job compared to those who received notraining’.


Employer perspectives: Firm productivity is an important indicator for the success of the firmand overall, a large majority of the employers (91%) were in agreement with that participation ofemployees in the learning interventions has contributed to increased productivity in theorganisation.

The ETDP SETA is commended for its commitment to the integration of Theories of Change in thedesign, implementation and monitoring of its learning interventions. This we believe willcontribute positively to the ETDP SETAs ability to develop a sustainable skills developmentstrategy for the sector.

Thank You08 December 2020 | 10h00 – 13h00

Presenter: ETDP SETA Chief Executive Officer

Mrs Nombulelo Sesi Nxesi

presentation of the 2019-2020 annual performance report

Documents